This qualitative case study describes how female science, technology, engineering, and mathematics (STEM) students choose their undergraduate major, the obstacles they faced when making that choice, and how they overcome gender-based obstacles. These descriptions illuminate the manner in which they form their science identity.
There is a gender gap in science, technology, engineering, and mathematics (STEM) disciplines (Viadero, 2009). This has been attributed to both biological and sociocultural causes. The biological basis for this disparity includes evidence of physiological differences between females and males, as well as the microaggressions and sexual harassment stemming from these differences (Bottia et al., 2015). The sociocultural basis for this disparity includes evidence of differences in females’ thoughts and feelings about STEM fields, the forces and influences they experience, parental and peer involvement in college and career decisions, as well as the availability of social and academic supports and female role models (Cundiff et al., 2013). Further, educational causes have been identified which include reduced access to STEM resources and supports and unequal attention in classes.
Female students reconcile their own perceptions about their place in science with that of others and with their various other social identities to form a science identity, the intersection between their performance, their competence, and their recognition (Carlone & Johnson, 2007). Science identity is a useful framework used to examine the changes that female students undergo as they choose academic majors, how they incorporate information related to the obstacles they face, and how they overcome those obstacles.
","abstract_html":"<p>This qualitative case study describes how female science, technology, engineering, and mathematics (STEM) students choose their undergraduate major, the obstacles they faced when making that choice, and how they overcome gender-based obstacles. These descriptions illuminate the manner in which they form their science identity.</p> <p>There is a gender gap in science, technology, engineering, and mathematics (STEM) disciplines (Viadero, 2009). This has been attributed to both biological and sociocultural causes. The biological basis for this disparity includes evidence of physiological differences between females and males, as well as the microaggressions and sexual harassment stemming from these differences (Bottia et al., 2015). The sociocultural basis for this disparity includes evidence of differences in females’ thoughts and feelings about STEM fields, the forces and influences they experience, parental and peer involvement in college and career decisions, as well as the availability of social and academic supports and female role models (Cundiff et al., 2013). Further, educational causes have been identified which include reduced access to STEM resources and supports and unequal attention in classes.</p> <p>Female students reconcile their own perceptions about their place in science with that of others and with their various other social identities to form a science identity, the intersection between their performance, their competence, and their recognition (Carlone & Johnson, 2007). Science identity is a useful framework used to examine the changes that female students undergo as they choose academic majors, how they incorporate information related to the obstacles they face, and how they overcome those obstacles.</p>","abstract_has_math":false,"creators":["Medovich, Todd Martin"],"institution":null,"degree_name":"Doctor of Education (EdD)","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Gizelle Luevano","William (Grinell) Smith","Amanda Harper-Leatherman"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-02-01T08:00:00Z","date_published":"2022-02-01T08:00:00Z","updated_at":"2026-07-24T05:21:34Z","subjects":["Curriculum and Social Inquiry","Educational Assessment, Evaluation, and Research","Educational Leadership","Gender Equity in Education","Higher Education","Science and Mathematics Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dune.une.edu/theses/412","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Gizelle Luevano","William (Grinell) Smith","Amanda Harper-Leatherman"]},{"key":"dc:creator","label":"Author","values":["Medovich, Todd Martin"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2023-02-25T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Curriculum and Social Inquiry","Educational Assessment, Evaluation, and Research","Educational Leadership","Gender Equity in Education","Higher Education","Science and Mathematics Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dune.une.edu/theses/412"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This qualitative case study describes how female science, technology, engineering, and mathematics (STEM) students choose their undergraduate major, the obstacles they faced when making that choice, and how they overcome gender-based obstacles. These descriptions illuminate the manner in which they form their science identity.
There is a gender gap in science, technology, engineering, and mathematics (STEM) disciplines (Viadero, 2009). This has been attributed to both biological and sociocultural causes. The biological basis for this disparity includes evidence of physiological differences between females and males, as well as the microaggressions and sexual harassment stemming from these differences (Bottia et al., 2015). The sociocultural basis for this disparity includes evidence of differences in females’ thoughts and feelings about STEM fields, the forces and influences they experience, parental and peer involvement in college and career decisions, as well as the availability of social and academic supports and female role models (Cundiff et al., 2013). Further, educational causes have been identified which include reduced access to STEM resources and supports and unequal attention in classes.
Female students reconcile their own perceptions about their place in science with that of others and with their various other social identities to form a science identity, the intersection between their performance, their competence, and their recognition (Carlone & Johnson, 2007). Science identity is a useful framework used to examine the changes that female students undergo as they choose academic majors, how they incorporate information related to the obstacles they face, and how they overcome those obstacles.
"]},{"key":"dc:title","label":"Title","values":["How Female Stem Undergraduate Students Form Their Science Identity"]}]}],"canonical_facts":{"dc:contributor":["Gizelle Luevano","William (Grinell) Smith","Amanda Harper-Leatherman"],"dc:creator":["Medovich, Todd Martin"],"dc:date.available":["2023-02-25T08:00:00Z"],"dc:description.abstract":["This qualitative case study describes how female science, technology, engineering, and mathematics (STEM) students choose their undergraduate major, the obstacles they faced when making that choice, and how they overcome gender-based obstacles. These descriptions illuminate the manner in which they form their science identity.
There is a gender gap in science, technology, engineering, and mathematics (STEM) disciplines (Viadero, 2009). This has been attributed to both biological and sociocultural causes. The biological basis for this disparity includes evidence of physiological differences between females and males, as well as the microaggressions and sexual harassment stemming from these differences (Bottia et al., 2015). The sociocultural basis for this disparity includes evidence of differences in females’ thoughts and feelings about STEM fields, the forces and influences they experience, parental and peer involvement in college and career decisions, as well as the availability of social and academic supports and female role models (Cundiff et al., 2013). Further, educational causes have been identified which include reduced access to STEM resources and supports and unequal attention in classes.
Female students reconcile their own perceptions about their place in science with that of others and with their various other social identities to form a science identity, the intersection between their performance, their competence, and their recognition (Carlone & Johnson, 2007). Science identity is a useful framework used to examine the changes that female students undergo as they choose academic majors, how they incorporate information related to the obstacles they face, and how they overcome those obstacles.
"],"dc:identifier":["https://dune.une.edu/theses/412"],"dc:subject":["Curriculum and Social Inquiry","Educational Assessment, Evaluation, and Research","Educational Leadership","Gender Equity in Education","Higher Education","Science and Mathematics Education"],"dc:title":["How Female Stem Undergraduate Students Form Their Science Identity"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education (EdD)"]},"updated_at":"2026-07-24T05:21:34Z"}